Browsing by Author "González Ortíz, Olga Lorena"

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    Pre-service English teachers’ perceptions about L1 in L2 classrooms
    (Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2025-02) Chocho Campues, Alison Wendy; Lemache Silva, David Alexander; González Ortíz, Olga Lorena
    The use of the mother tongue (L1) in English as a foreign language (L2) classroom has been a controversial topic of debate among educators and researchers. The research problem arising due to the use of L1 in EFL classrooms is considered taboo since it is believed to hinder students’ L2 development, while others support it due to its benefits in facilitating students’ access to L2. The aim of this research is to analyze the use of L1 (Spanish) in L2 (EFL) classrooms through the UTC pre-service English teachers’ perceptions. To accomplish this study a mixed approach was selected. This involves collecting and analyzing quantitative and qualitative data in a single study. The participants for the data collection process were students from the eighth semester of the Pedagogy of National and Foreign languages career who made their pre-service activities in some private educational schools in Cotopaxi province. Ten students participated in two focus group sessions (five participants in each group) and 63 filled a 5-point Likert questionnaire where they had to mark always, usually, sometimes, rarely, and never according to the frequency of L1 use in L2 classrooms. According to UTC pre-service English perceptions, L1 can be a valuable tool when used strategically to enhance comprehension, reduce anxiety, and support students. On the other hand, most UTC pre-service English teachers frequently use students’ L1 in L2 classrooms, particularly to explain complex grammar topics, provide feedback, clarify doubts, and give instructions. Therefore, it is concluded that the frequency and purpose of using Spanish in English classrooms depend on various factors, such as content complexity, students’ proficiency levels, and their specific needs.